Financial: Amy Barr receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Amy Barr has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning
assessments to be awarded credit, no minimum score required unless otherwise
specified within the course.
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Goal Attainment Scaling (GAS) is becoming more commonly used in school settings for a variety of purposes. However, many school-based physical therapists are unfamiliar with this goal writing structure. This course will describe the evidence base for use of GAS in school-based practice along with specific guidelines for writing goal attainment scales. Common challenges and practical advantages to GAS will also be explored. Case examples will clarify key concepts and offer participants suggestions for writing goal attainment scales. Upon completion of the course, participants will have the tools they need to begin writing goal attainment scales.
Amy Barr, PT, DPT is a practicing school-based therapist and the Physical Therapy Coordinator for a large school district located in the suburban Denver area. She has 20 years of experience working with adults and children and has spent the last 14 years serving preschool through transition age students in a school setting. Dr. Barr…
Mary Jane Rapport, PT, DPT, PhD is a Catherine Worthingham Fellow of the American Physical Therapy Association (APTA). Dr. Rapport is a professor in the Department of Physical Medicine and Rehabilitation and the Department of Pediatrics in the School of Medicine at the University of Colorado, where she is on the faculty of the Physical…
This chapter will include a description of advantages to using GAS goals as well as potential concerns related to validity and reliability of scales. Alignment with current school practice and IEP goals as well as practical suggestions for data collection will also be explained.
3. Writing Guidelines for Goal Attainment Scales
This chapter will include the criteria and guidelines for writing goal attainment scales. It will also include suggested variables for measurement.
4. Case Study
This chapter will provide a description of a specific student, “Garrett,” and two GAS goals that were developed based on his identified needs and priorities for growth. A collaborative discussion between IEP team members is also utilized to demonstrate the goal writing process.
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